Introduction

This course is about violence in America, about the aggression in our schools, classrooms, streets, homes and elsewhere. The course speaks to the hate, the fights, the anger, the crimes committed and the victims in our schools and society. It is a course about students, children, teenagers, adults and neighbors, all of us.

The course will consider the many forms of aggression, both criminal and otherwise; its costs and motivation; its perpetrators and targets; its likely and unlikely locations; its impact on our schools, the children; and, most especially, its several causes and promising solutions.

Topics of interest will include violence and the challenge of raising and working with children; aggression in our classrooms; American youth gangs and their influence; past and future sports violence; “hot spot” locations of frequent violence; and the aggression-promoting role of alcohol, temperature, driving, television and other features of modern life. The course also will answer questions such as: Is aggression always bad? How do aggressive thoughts lead to aggressive actions? Is aggression, at least for some people, an addiction? Does the victim contribute to being attacked? Is dating a dangerous proposition? How are the acts of aggression dealt with in other countries, and are there any lessons for America?

The goal of this course is to help educators and adults in general better understand how aggression affects our lives and the lives of children. Hopefully such greater understanding and more skilled efforts at prevention will substantially reduce the aggression and violence that has become all too common in America’s schools.

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Course Materials

Software Title: Understanding Aggression in Schools

Author: Dr. Arnold P. Goldstein

Instructor: Mick Jackson

Software conversion: Virtual Education Software, inc. 2002

Please keep the CD. There is a $25 replacement fee for CD-roms if you need to replace yours due to theft, damage, misplacement, etc. Call 1-800-313-6744, with your credit card information, if you need a replacement.

"Modified and reproduced by special permission of the Publisher, Davies-Black Publishing, an imprint of CPP, Inc., Palo Alto, CA 94303 from Violence in America by Arnold P. Goldstein. Copyright 1996 by Arnold P. Goldstein. All rights reserved. Further reproduction is prohibited without the publisher's written consent."

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a CBI distance-learning course are expected to adhere to the following standards of academic conduct.

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

Violations of these academic standards may result in the assignment of a failing grade and subsequent loss of credit for the course.

Level of Application

This course is designed to be an informational course with application to work or work-related settings. The intervention strategies are designed to be used with students having high aggression and violent tendencies, ranging in age from approximately three to eighteen years of age.

Course Objectives

· To review the history of aggression and how society came to be such an aggressive place

· To identify the causes of aggressive behavior, both internal and external

· To explain how aggression is expressed in various social settings such as schoolyards, classrooms, sports, homes, etc.

· To identify perpetrators and victims of aggression and violence

· To identify locations of high aggression and violence

· To provide solutions for reducing aggression and violence in classroom and other school settings

· To provide information on how educators can help students/children reduce feelings of aggression and violent tendencies

Course Description

The course, Understanding Aggression in Schools,, has been divided into four chapters and five to ten exercises within each chapter. The first chapter reviews the history of aggression in America. It explains how we (the country) got to where we are in terms of aggression and violence. The chapter discusses the cost of aggression. It asks the question: Is America Safe? It discusses whether aggression is always bad. The chapter concludes with odds and ends and aggression in general.

The second chapter deals with how we have learned to be aggressive. It discusses how aggressive thoughts many times become aggressive actions. The course reviews the “us versus them” side of aggression and violence. Chapter 2 also deals with how alcohol, temperature and driving can increase aggression and violence. The chapter reviews the role of television and how TV may be a tutor for violent behavior. Is high aggression often found in people who tend to have low empathy? This chapter will discuss this issue. The chapter will also cover how words and teasing can be expressions and forms of aggression.

The third chapter centers on aggression and violence as crimes. It explores arson, assault and crimes of fear. The chapter also will discuss vigilante justice and/or injustice. Along with criminal aggression the chapter takes a look at guns and gangs in America’s schools; how bullying affects our schools and classrooms; how dress can affect acts of aggression and violence in schools and society. The chapter speaks to sexual harassment and the aggression involved with acts of harassment. There are also several sections on aggression and violence in the home, parental fighting and how this affects children in the home.

Chapter 4 speaks to working with and raising children to resist violence. It gives suggestions to educators and parents on how to deal with and counteract aggressive or violent behavior. This chapter deals with dating, and how it can be impacted by aggressive behavior and date violence. It speaks to how television affects the aggressive behavior of our children. The chapter reviews child tantrums, and what to do about them. Chapter 4 is summarized with several exercises on win-win scenarios for remediation and effective problem solving techniques.

The chapters and exercises are sequential and, although it is not required, they should be completed in the order in which they are presented in the program. After completing these four chapters you should have a framework for understanding and working with aggressive behavior. This also may help you understand why students with high aggression are a challenge in a regular education setting.

After you complete each chapter of the course, an examination will be used to evaluate your knowledge and ability to apply what you’ve learned. An explanation of the examinations will be given later in this syllabus.

Student Expectations

As a student you will be expected to:

· Complete all information chapters covering aggression, showing a competent understanding of the material presented.

· Complete all examinations, showing a competent understanding of the material presented.

· Complete a review of any chapter on which your examination score was below 70%.

· Complete all course journal article and essay writing assignments with the minimum word count shown for each writing assignment.

· Complete a course evaluation form at the end of the course.

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Chapter Topics

Chapter 1

· Introduction

· How Did We Get Here?

· The Costs of Aggression

· Is Aggression Always Bad?

· America, the Safe

Chapter 2

· Learning to be Aggressive

· Us Versus Them

· Aggressive Thoughts and Aggressive Actions

· Low Empathy, High Aggression

· Television as a Tutor: Aggression 101

· Alcohol and Aggression: Courage in a Bottle

· Does the Victim Help Cause Violence?

· Words that Hurt

· Hot Days, Hot Tempers

· Auto Aggression

· Jump! Jump! The Suicide-Baiting Crowd

Chapter 3

· The Journey to Crime

· Other Acts of Aggression

· Vigilante Injustice

· Fear of Crime

· The Home and Family

· Sports Violence: Past, Present and Future

· Play Fighting and Real Fighting – Is there a Connection?

· The Ride to and Through School: Safe or Scary?

· Teaching Pro-social Behavior to Antisocial Youth

· A Short Course on Gangs

Chapter 4

· Raising Children to Resist Violence

· Tantrums

· Nonaggressive Children from Aggressive Environments

· Dating as a Dangerous Game

· Let’s Both Calm Down, Then We’ll Talk

· Take my Wife, Please

· Why is Aggression so Hard to Change?

· Downsizing Deviance

· Complex Problems Demand Complex Solutions

· A Look to the Future

Examinations -- THE EXAMINATIONS FOR THIS COURSE CAN ONLY BE TAKEN ONE TIME.

At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. Your final grade for this course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

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Writing Assignments

This course has two required writing components.

To save your essays:

Macintosh: When you select the question or article you wish to write on, simple text or text edit will automatically be launched. When you are finished, simply click on FILE>SAVE. Do not select SAVE AS. You do not need to give the document a name before saving. When you are done, select FILE>QUIT. You must quit before you write another essay.

Windows: When you select the question or article, Notepad will automatically launch. When you are finished, click on FILE>SAVE. Do not select SAVE AS. You do not need to give the document a name before saving.

1) Essay Requirement: Critical Thinking Questions

There is a critical thinking question for each chapter or section. You will do research on the question and write a brief essay relating it to the course content (and your personal experiences when possible). To view the questions, click on ESSAY REQ, and then on CRITICAL THINKING QUESTIONS. You will see the questions, one for each chapter or section. Click on the question you would like to work on; this will bring up a screen where you can enter your essay. You must write a minimum of 500 words per essay.

2) Essay Requirement: Journal Articles

This task requires you to write a review of three journal articles of your choice on a topic related to this course. You may choose your topic by entering the Key Words (click on the Key Words button) into a search engine of your choice (Google, Dogpile, Yahoo, etc.). Choose three relevant articles and write a 200-word review of each. You may also access the ERIC system and choose a related topic from a journal listed in that system. Or you can access www.scholar.google.com or www.findarticles.com .Write a critical summary of the information given in each article, explaining how the information relates to, supports, or refutes information given in this course. Conclude your paper with your thoughts and impressions. (200 words per journal article minimum.) Be sure to provide the journal name, volume, date, and any other critical information to allow the instructor to access and review that article.

To write your essays, click on ESSAY REQ. In the dialog box below that, click on JOURNAL ARTICLE ASSIGNMENT; this will expand the folder which contains links to the screens where you can write your reviews. When you are ready to stop, click on FILE>SAVE. You may go back at any point to edit your essays. For more information on the features of this assignment, please consult the HELP menu.

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Author Description

Arnold P. Goldstein, Ph.D., had over 30 years of experience in the study of aggression and violence in children and adolescents. He was the Director of the Center for Research on Aggression at Syracuse University in the State of New York. Dr. Goldstein was also the Director of the New York State Task Force on Juvenile Gangs. He has authored 50 books and written over 100 journal articles on aggression and violence. Some additional related books of Dr. Goldstein’s are Helping People Change, Skill Streaming the Elementary Age Child and Skill Streaming the Adolescent.

Instructor Description

Understanding Aggression in Schools was written by Dr. Arnold P. Goldstein, the former head of the Aggression Institute in New York City. Mick Jackson, the instructor of record, is a Behavioral Intervention Specialist with a Master's Degree in Special Education with an emphasis on Behavioral Theory. He has 15 years of combined experience in self-contained special education classrooms, resource rooms and a hospital day treatment setting with K-12 students. Mr. Jackson also has eight years of experience teaching post secondary distance education courses. He has conducted oral seminars on various exceptional education topics and issues, presenting to school districts, teacher groups and at educational conferences.

Contacting the Instructor

You may contact the instructor by emailing mick@virtualeduc.com or by calling (509) 891-7219 Monday through Thursday. When calling during office hours messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches or other issues that involve the operation of the course.

Technical Questions

If you have questions or problems related to the operation of this course CD, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section on your course disk.

If you need personal assistance then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please know your course version number, it is printed on the CD label, your operating system and be seated in front of the computer at the time of your call.

Minimum Requirements

Macintosh Operating Systems

Mac OS 9.x or OS 10.x, 256MB of RAM and 5MB of free hard disk space, 15" or larger color monitor with a minimum resolution of 800x600, CD driver 4x minimum speed and a printer connected to your computer.

Windows Operating Systems

Windows 2000, XP Home, Professional or newer, 256MB of RAM and 5MB of free hard disk space; 15" or larger color monitor with a minimum resolution of 800x600, CD driver 4x minimum speed and a printer connected to your computer.

Please contact VESi if you have any questions about the compatibility of these systems.

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Refer to the addendum included with your software package regarding Grading Criteria, Course Completion Information, Items to be Submitted, and where to send your completed information.

Bibliography (Suggested Readings)

Ballard, Mary E., & Green, Shavonda. (2000). Tickling, punching, and poking: Mock aggressive behavior in college students. Poster session: 108^th Annual APA Convention, Washington, D.C., August 4-8, 2000.

Bullock, Lyndal M., & Gable, Robert A. (Eds.). (1995). Perspectives on school aggression and violence. Highlights from the Working Forum on Children and Youth Who Have Aggressive and Violent Behaviors, Tampa, Florida, February 2-3, 1995.

Bureau of Justice Statistics. (2002, November). Indicators of school crime and safety. Washington, DC: U.S. Department of Justice.

Campbell, Jessica J., & Frabutt, James M. (1999, April). Familial antecedents of children's overt and relational aggression. Poster presented at the Biennial meeting of the Society for Research in Child Development, Albuquerque, New Mexico.

Cillessen, Antonius H. N., & Hubbard, Julie A. (1993, March). Instrumental and social outcome expectations of high-aggressive and low-aggressive boys. Paper presented at the biennial meetings of the Society for Research in Child Development, New Orleans, Louisiana.

Collins, R. L., Elliott, M.N., Berry, S.H., Kanouse, D.E., Kunkel, D., Hunter, S.B., & Miu, A. (2004). Watching sex on television predicts adolescent initiation of sexual behavior. Pediatrics, 114(3).

Erdley, Cynthia A., & Asher, Steven R. (1998). Linkages between children’s beliefs about the legitimacy of aggression and their behavior. Social Development, 7(3), 321-339.

Furlong, Michael J., & Smith, Douglas C. (Eds.). (1994). Anger, hostility, and aggression: Assessment, prevention, and intervention strategies for youth. New York: Wiley.

Geen, Russell G. (1990). Human aggression: Current theories and research. Pacific Grove, CA: Brooks/Cole.

Hann, Della M., & Borek, Nicolette (Eds.). (2001). Taking stock of risk factors for child/youth externalizing behavior problems. Bethesda, Maryland: National Institute of Mental Health. (ERIC Identifier: ED473561)

Hudley, Cynthia Ann. (1992). The reduction of peer directed aggression among highly aggressive African-American boys. University of California, Los Angeles. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. (ERIC Document Reproduction Service No. ED346204)

Lynch, Paul J., Gentile, Douglas A., Olson, Abbie A., & van Brederode, Tara M. (2001). The effects of violent video game habits on adolescent aggressive attitudes and behaviors. Journal of Adolescence, 27, 5-22. (ERIC Identifier: ED461420)

McIntosh, Ruth, & Vaughn, Sharon. (1993). Peer ratings of aggression: Relation to social skills, behavior problems, and friendships. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.

No stated author. (2000). Child and adolescent violence research. Bethesda, MD: National Institute of Mental Health. (ERIC Identifier: ED451435)

Owens, L. D. (1996). Sticks and stones and sugar and spice: Girls' and boys' aggression in schools. Australian Journal of Guidance and Counselling, 6, 45-55.

Durrant, J. E., Broberg, A.G., & Rose-Krasnor, L. Predicting maternal use of physical punishment from maternal characteristics in Sweden and Canada. (1999). In P. Hastings and C. Piotrowski (eds.), New directions in child development: Conflict as a context for understanding maternal beliefs about child rearing and children’s misbehavior. San Francisco: Jossey-Bass.

Rimer, S. (2004). Unruly students facing arrest, not detention. New York Times, Late Edition - Final, Section 1, Page 1, Column 3. January 4, 2004.

Vorbach, Anne Marie, & Foster, Sharon F. (2003, April 24). The relationship between emotional competence and social competence in early adolescence. Poster session for the SRCD Biennial Meeting, Tampa, Florida. (ERIC Identifier: ED475380)

von Feilitzen, Cecilia, & Carlsson, Ulla (Eds.). (2000). Children in the new media landscape: Games, pornography, perceptions. Children and Media Violence Yearbook, 2000. (ERIC Identifier: ED444757)

Wells, Ruth Herman. (1993). Temper and tantrum tamers. Breakthrough strategies to teach and counsel troubled youth: Social skills, school skills, coping skills lesson series. Youth Change.

Williams, P. (2004). Held in high (self) esteem. University of Georgia. Retrieved on December 2, 2004 from http://www.uga.edu/columns/020930/news7.html.